Refugee Access and Equity in Higher Education in Nepal

By: Monica Lakhwani  

A look into social exclusion theory to examine educational inequities of refugees related to higher education in Nepal. Bhutanese refugees lived in Nepal for nearly two decades. Central concepts include sociocultural disparities looking into marginalized groups, socioeconomic challenges, and accessibility issues including outbound mobility. Participants lived experiences regarding access, quality, and opportunity as refugees are explored.

refugees, education
2019 Special Focus—Border Crossing Narratives: Learning from the Refugee Experience
Paper Presentation in a Themed Session

Monica Lakhwani

Specialist/Adjunct, K-12 Education/ESL, Spalding University, United States
United States

Dr. Monica Lakhwani is the Multicultural Specialist for Diversity, Equity, and Poverty Programs for an urban K-12 school district and serves as an adjunct professor for Spalding University. Background is on Educational Leadership with a focus on cultural studies primarily with culturally and linguistically diverse students and refugee resettlement. Primary role is facilitating cultural competency trainings for the district and organizations. Most recent accomplishments include being a grant recipient of the Kellogg Foundation for the participation in the national Seeking Educational Equity and Diversity Project and publications -- Balancing cultures: Acculturation, environmental mastery, and depressive symptoms of first generation Latino youth; From Nepal to Kentucky: A qualitative study on the perceptions and attitudes of Bhutanese newcomers; and Posttraumatic stress disorder symptoms among first generation Latino youths in an English as a second language school.